Drive Achievement Through Resiliency Building Resilience to Improve - - PowerPoint PPT Presentation

Drive Achievement Through Resiliency™ Building Resilience to Improve Academic Engagement and Performance

NDPC Best Practices Kansas City, MO April 15, 2013

April 16, 2013

Why do some kids disengage from school?

What can we learn from successful students about why they work hard, persevere and succeed in school?

Resiliency Research

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When investigating social emotional factors that underlie academic performance, researchers have identified essential RESILIENCY skills that are scientifically linked to academic success.

Resiliency Research:

• Resiliency skills are valuable for all

students, and absolutely critical for students who possess at-risk characteristics.

• Proven strategies can help students develop

the resilience to ensure risk factors do not result in school failure.

Six Critical Resiliency Skills

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1

• Goal setting/Valuing the importance of education

2

• Academic confidence

3

• Strong connections with others

4

• Stress management

5

• Balanced sense of well-being

6

• Intrinsic motivation

Setting Goals

What do you notice about your students’ ability to set goals?

Setting Goals

Paul Baltes’ three goal-setting strategies: SOC model

• Selection – select few, realistic goals
• Optimization – optimize opportunities to achieve

goals

• Compensation – switch or modify goals when faced

with adversity

Academic Confidence (self-efficacy) Think about a time you have observed confidence issues impacting academic achievement.

Academic Confidence (self-efficacy)

Academic confidence: the degree to which a student feels capable of successfully performing school-related tasks. Individuals who possess higher academic self-efficacy beliefs are more likely to:

• Persist when challenged with difficult academic material
• Perform better during tests
• Perceive negative performance evaluations as challenges

to overcome rather than threats to avoid.

Connections

Can you think of a teacher at school who had a significant and positive impact on you?

Connections

Research shows that:

• When students feel attached to at least one adult,

they are less likely to drop out of school

• Students work harder for teachers they like
• Student’s perceived availability of social support

consistently provides health benefits, especially during times of stress

Stress Management

What kinds of things are causing your students to experience stress? Are they handling stress effectively? Are they aware of how stress impacts them?

Stress Management

Stress management:

• One’s ability to conserve emotional, psychological, and

behavioral resources

• While one may possess the skills needed to perform the

activity, stress is often about whether one has the emotional resources needed to perform the activity

Health and Well-being

What are some ways you think your students can make changes in their lives that would increase their overall well being?

Improving Health and Well-being

Reduced ability in:

• memory
• performance
• alertness
• concentration
• ability to handle complex tasks
• creativity
• socialization

Increased:

• fatigue
• disinterest in school and

surroundings

• irritability
• anxiety
• drug and alcohol use
• vulnerability for accidents/illness
• absences due to illness

Health and Well Being issues impact academic performance in numerous

• ways. For example, lack of sleep and proper nutrition can lead to

Motivation

Do you think most of your students come to school because:

• A. They feel like they have to
• B. They recognize that school is important to achieving

their goals

• C. They feel guilty, like they’re letting someone down, if

they don’t attend school

• D. They enjoy being at school

Motivation (self-determination theory)

Different types of motivation –

• Intrinsic motivation is doing something because it the task itself is

enjoyable (sense of satisfaction, accomplishment) or meaningful.

• Extrinsic motivation is doing something for external reasons , i.e.

external rewards, feeling forced into it (avoiding punishment) or concerned about letting others down (avoiding guilt)

• Intrinsically motivated students are most likely to succeed in school

and life

Interpreting Effect Sizes

β > .10 is a small effect β > .30 is a medium effect β > .50 is a large effect

Resiliency and School Success

Connections Motivation Confidence Academic Success Health Retention

.66 .47 .25 .23 .22 .43 .17 .12

Close & Solberg, 2008

Six Critical Resiliency Skills

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1

• Goal setting/Valuing the importance of education

2

• Academic confidence

3

• Strong connections with others

4

• Stress management

5

• Balanced sense of well-being

6

• Intrinsic motivation

Assessing Resiliency

• Researchers from University of Wisconsin

developed a validated resiliency assessment used by districts around the country to evaluate critical skills.

Revving Up Pre-Assessment: Assessing Student Resiliency

Each student answers 108 questions covering the six critical resiliency skills:

• Importance of

school

• Confidence
• Connections
• Stress management
• Sense of well-being
• Motivation

Focus of Studies

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Success Profile score = mean resiliency scores of top 25% Risk Profile score = mean resiliency scores

• f bottom 25%

Academic performance level is an index calculated by combining attendance, behavior, academic performance data

Means Analysis

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Academic Risk and Success Profile Analysis

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Individual Resiliency Analysis

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Building Resiliency

• What can we do in the classroom to help our

students become more resilient?

• UW researchers developed a research-based

pedagogy for increasing resilience in the classroom

• Success Highways has received NDPC’s highest

rating: Strong Evidence of Effectiveness

Resiliency Curriculum

• Research based pedagogy for improving 6

critical resiliency skills

• Fifteen 45-minute lessons
• Lessons include variety of extensions and

enrichment that can be used beyond the 15 sessions.

Resilience = Higher GPAs

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Denver Public Schools

9th Grade Academy Results

Goal Setting/Importance of School

• How can you help students with goal setting?
• How do you help students to understand the

importance of school on their future?

Helping out kids to set and achieve realistic goals

• What do I want for myself?
• How is school related to this?
• What can I do today, this week, this year that

will help me to achieve my goals?

• What will I do if I run into an obstacle?

Planning for their future

• Ask your students to write a letter to themselves

about what they want to get out of this school year

• Have students create a vision board: use

pictures, words, images, technology to create a visual representation of what they see as success for themselves

Building Confidence

• Understanding what confidence is (COURAGE)
• Understanding how lack of courage is often what

impedes us from achieving goals

• Understanding what kinds of factors impact our

confidence positively and negatively

• Increasing experiences that positively impact

confidence and decreasing experiences that negatively impact confidence

Building Confidence

• Focus on the behavior, not the ability
• Being a great student, athlete, employee has more to do

with a behavior you can control (i.e. work ethic) than it does innate intelligence, athletic ability or talent

• Use failures as feedback - to better understand what you

need to do differently

• Failure can lead to anxiety, or it can lead to success
• http://www.youtube.com/watch?v=45mMioJ5szc

Building Confidence

• Ask students to think about 3 areas they are confident about

and 3 areas they wish they had more confidence about.

• Tell students what YOU are confident in and where you wish

you had more confidence

• Invite students to share and discuss these areas
• Look for themes of confidence in literature and history and use

these opportunities to talk about the issues facing the characters and how they are similar to their own experiences.

Building Connections

• Help your students to know who you are as a

person and learn about who they are as people

• Show students you care about them and respect

them through your words AND your actions

• Communicate high expectations

Building Connections

Help your students to think about who is in their social network. Ask them to think about who they could or do rely on for different situations, such as:

• Help with school work
• Ride to a job interview
• Talk about family issues
• Laughter
• Borrow money
• Questions about health issues
• Talk about friendships/relationships
• Advice
• Other categories?

Managing Stress

• Identifying sources of stress/pressure
• Identifying how we and others behave when under stress
• What does your mother look like when she is

stressed/having a bad day?

• What does your best friend look like
• What do I look like?
• What do YOU look like?

Managing Stress

• Discuss healthy and unhealthy ways of coping with

stress

• Discuss consequences of unhealthy reactions
• Thinking and talking about stress, reactions and

consequences can lead to better understanding of improved ways to handle stress

Managing Stress

Activity: Have students write something that stresses them

• ut on a piece of paper and ball it up and throw it in the

middle of the classroom (or into a hat) Ask students to draw out one of the papers and:

• Read it aloud
• Say if they share the stress
• Talk about it as a group about ways to alleviate the stress

Improving Health and Well-being

• Understanding the relationship between their

physical state and achieving goals

• Being aware of factors and decisions that can

contribute to a more healthy lifestyle

• Importance of BALANCE – understanding priorities

and balancing them

Improving Health and Well-being

• How are you spending all of the hours in one week?

Create a pie chart that shows how you’re spending your time (sleeping, eating, school, friends, TV, etc…)

• After looking at your wheel, what activities do you

wish you had MORE time for? How can you adjust your wheel to accommodate your priorities?

Building Motivation

"The proper question is not, 'how can people motivate others?' but rather, "how can people create the conditions within which others will motivate themselves?“ - Edward Deci, University of Rochester Intrinsic motivation can result from strengths in other areas of resiliency:

• Ability to set and achieve goals, recognizing the relevance of school

to accomplishing goals

• Having the confidence you can be successful
• Feeling connected to others, especially an adult, in school
• Understanding stress and healthy ways to manage stress
• Recognizing the importance of balanced sense of well being

Building Motivation

Help students to analyze motivation –

• What kinds of things are they motivated to do?
• What are they motivated to do these things?
• How can they create conditions where they will be motivated

academically?

Questions and Answers

Next Steps

Please fill out the feedback survey and indicate what follow up, if any, you are interested in

 Copy of Powerpoint  More info on predictability study/resiliency research  Success Highways resiliency assessments/curriculum  Any other requests or comments

Contact Us

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Drive Achievement Through Resiliency™

www.ScholarCentric.com Melissa Schlinger m.schlinger@scholarcentric.com 312-282-8667